M5 U1A1
Types of Assessments

Formative "As"

Summative
"Of"

Formative
"For"

Standardized tests

Comprehension checks in lessons (verbal or non-verbal)

Final/Midterm Exams

Writing summaries

Practice tests

Leveled questioning strategies

Think-pair-share

Quizzes

Contributors

John Conger
Pedro Timóteo
Henry Abbey
Steve Marsh

References

(n.d.). The Importance of Assessment AS Learning - George Couros. Retrieved August 27, 2021, from https://georgecouros.ca/blog/archives/8131

click to edit

Completing projects according to a pass/fail rubric

Journaling/Reflections

Self assessments

Peer editing and review

Group work

Portfolio

Chapter tests

Student portfolios (can also be used with a formative approach)

Unit tests

Teaching others with the Jigsaw method

Diagnostic assessment

Voice recordings of the students themselves

(2019, January 17). 27 Easy Formative Assessment Strategies for Gathering Evidence of .... Retrieved August 27, 2021, from https://www.nwea.org/blog/2019/27-easy-formative-assessment-strategies-for-gathering-evidence-of-student-learning/

Aronson, E. (n.d.). The Jigsaw Classroom. The Jigsaw Classroom. Retrieved June 14, 2021, from https://www.jigsaw.org/#steps

For example: a short multiple-choice quiz after a unit or section

To check for understanding in a quantitative way, while also instilling on the students the habit of paying attention and reviewing regularly

For example, using Soundcloud to record and submit pronunciation exercises, especially for English Language Learners

For example, keeping all their writing assignments of the semester in a single binder, which they may review and correct regularly

Students can hear and correct themselves, and can also take as many attempts as they need

Students revisit their past work with a critical eye. Note: Portfolios can also be the subject of a summative assessment.

For example, having students write down their thoughts about a unit that just finished: What was difficult and why? What was their favorite part?

Students can express their feelings and reflect on their own preferred ways of learning

For example, at the end of an activity, having students check their peers work and write one positive thing, one negative thing, one question and one suggestion

Students can see how others interpreted things differently, or had interesting and creative ideas

For example, at the end of a unit or term, having students write about their successes and challenges, estimating what grade they would give themselves, and why

Students can reflect critically on their own performance and their own learning experience

For example, intentionally giving students a task with little background, but a clear rubric

Students can practice how to adapt their work to meet specific goals, and learn to prioritize the most important parts

For example, dividing students into "expert groups" to research stars/planets/comets/asteroids, so that afterwards they can form new groups where each student is an expert in a different topic, and can explain it to the other members

Students develop their sense of responsibility towards common goals, and get to experience being in the teaching role

For example, any kind of low-stakes, low-pressure group activity involving researching a topic, brainstorming mind maps, or designing small presentations

To create opportunities for students to apply their learning, and for the teacher to observe how confident they are

For example, having the teacher direct simpler questions at students who are less familiar with the topics, and more challenging ones to others

To keep students motivated, and ensure that everyone is making some level of progress

For example, having a mock test that has the same template, time limit and other conditions that will be followed in the real test

To let students practice their performance under stricter circumstances, and to let the teacher observe if there are any issues to be ironed out

For example, the teacher asks students to give a thumbs-up or thumbs-down while going through a list of concepts, to see if students can comfortably understand their definitions

To let students express themselves with ease, and to let the teacher quickly scan the room and measure the retention so far

For example, after a lesson that's early in the module, the teacher asks students to write two short paragraphs about the new things that they have learned

To let students synthesize their learning and also for the teacher to read their output to measure retention so far

For example, after a brief introduction to the topic of poetry, students reflect for a few minutes and write down what they already know and think about poems. They then pair up, take turns to share their notes and then write additional notes based on the partner's contribution

To let students develop and express their own opinions, while also learning from their peers information that they might not have considered before

For example, before a unit or at the start of the subject, the teacher hands out a simple non-graded worksheet for students to answer basic questions about the upcoming topics, by matching concepts to their definitions, and writing examples that they think are applicable

To prime the students and inform their expectations for the upcoming instruction, but also to give the teacher a clear perspective on the students' level and background